GAMIFICATION AS A TEACHING RESOURCE IN INDUSTRIAL LEARNING COURSES

Resumen

This research aimed to identify the contributions of gamified activities to the learning process of students in industrial learning courses in the information technology field at SENAI Timbó. The study sought to understand and measure, through student evaluations, the acceptance and impacts of gamification on the teaching-learning process. It aimed to verify whether gamification is an applicable methodology for Professional Technological Education (EPT) and to explain its importance in this context. The research also aimed to analyze, through observations and student self-assessments, whether the gamification methodology increased engagement and participation in educational activities. It identified how gamification can contribute to improving students' performance in EPT classes. The action research method was employed, allowing for a qualitative analysis along with exploratory activities on the results. Observation was used during the application of gamified activities, followed by an evaluative questionnaire administered via Google Forms, and concluded with a debate with students about the questionnaire results. The obtained data were analyzed and discussed based on the theoretical framework of education, gamification, and teaching-learning. The results indicated that students approved the use of gamification as a teaching tool, seeing benefits for the teaching-learning process by providing engagement and effort from students, positively impacting their performance and learning gains.